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Aklan State University

College of Teacher Education

Graduate Studies

Banga, Aklan

EDUC 104
Methods of Research 2

Effectiveness of Peer Tutoring in Teaching Mathematics to

Grade 10 Students of Marian High

Submitted by:

Gladys D. Guiller

MAEd Math Student

Submitted to:

Dr. Benedicta D. Repayo

Effectiveness of Peer Tutoring in Teaching Mathematics to Grade 10

Students of Marian High


One essential component of mathematics in everyday life is the

ability to solve problems. Therefore, students need to be able to

master problem-solving skills. This dilemma is also what I have

observed with my Grade 10 students. For the past few weeks that I have

been handling their Mathematics 10 subject, I have noticed that every

time I give them Mathematical exercises to work on, most of them often

get failing scores. Only a few get passing scores. Another thing that

I have observed is that those students who got failing scores are

mostly boys.

Hence, one way to improve their performance is through peer-

assisted learning (also known as peer tutoring), which, according to

Calhoon (2003), is defined as students working together to teach one

another. According to Summers (2006), this style of learning is

correlated to social constructivism because students use their own

knowledge to assist each other with assignments and class assessments.

Theoretical Framework

 Lev Vygotsky’s Theory of Zone of Proximal Development (ZPD)

Interaction with peers is an effective way of developing

skills and strategies (McLeod 2007).

 Slavin’s Cooperative Learning Method

Cooperative learning methods have been proven effective in

increasing motivation for learning and self-esteem (Johnson &

Johnson, 1995; Johnson et.al., 1995; Slavin, 1995).

Conceptual Framework

Statement of the Problem

The main focus of this study is to find out whether peer tutoring

is an effective strategy in improving the performance in Mathematics

of the Grade 10 students of Marian High.

Specifically, it seeks to answer the following questions:

1. Is there a significant difference in the academic

achievement of students taught using peer tutoring and those

taught using conventional teaching strategies?

2. Is there a significant difference between male and

female performance in Mathematics when taught using peer

3. Is there a significant difference between students’

retention when taught Mathematics using peer tutoring and

conventional teaching strategy?

Research Design

This study will adopt a quasi-experimental research design, a

pretest-posttest control group design in particular.


22 Grade 10 students of Marian High Kalibo Foundation, Inc.

Research Instrument

 Mathematics monthly test result

 Questionnaire (Pretest – Posttest )

 Lesson Guide

Data – Gathering Procedure

1. Secure the permission of the School Principal for the conduct

of the study.

2. Determine the respondents for the study.

3. Prepare the questionnaire considering its validity and


4. Administer pretest to all the students involved.

5. The researcher will check the papers, total their scores.

6. Students will be divided into two groups: the control group

and the experimental group.

7. Peer tutoring strategy will be applied in teaching Mathematics

to the experimental group while conventional method for the

control group.

8. After the required number of days, assess the learner’s

performance by administering posttest.

9. Record their individual scores.

10. Compute for the mean scores of the two groups.

11. Determine the level of relationship between the two mean

scores using T-test Statistics.

Statistical Analysis

The statistics used for data analysis will be the mean score and

standard deviation (SD), while T-test will be used to test the

relationship at 0.05 level of significance.